The Transition to Work of Education and Pedagogy Graduates: A Mixed-Methods Longitudinal Study from Sapienza University (2008-2018)

This longitudinal concurrent mixed-methods study examined the impact of initiating HIV pre-exposure prophylaxis (PrEP) on depression severity and HIV- and PrEP-related stigma among gay, bisexual, and other men who have sex with men (GBMSM) in Singapore. A cohort of 53 HIV-negative, GBMSM was followed over 12 months, utilizing repeated quantitative assessments and in-depth qualitative interviews to explore psychosocial outcomes and lived experiences. Quantitative analyses revealed significant reductions in depressive symptoms (adjusted coefficient = -1.55; 95% CI: -2.81, -0.29), HIV-related stigma (-2.26; 95% CI: -4.20, -0.32), and PrEP-related stigma (-2.08; 95% CI: -3.35, -0.81), with the most pronounced improvements observed at the 12-month follow-up compared to baseline and 6-month assessments. Qualitative findings highlighted PrEP's role in alleviating HIV transmission anxiety, enhancing sexual confidence, and fostering a greater sense of agency in participants' health management. Although anxiety was not directly quantified, participants' narratives supported its relief as a psychological benefit of PrEP. Nevertheless, external stigma, particularly the perception of PrEP users as promiscuous persisted, representing a substantial barrier to uptake and adherence. While some participants expressed concerns about risk compensation behaviours, such as reduced condom use, these apprehensions were not corroborated by longitudinal behavioural data. Importantly, PrEP initiation contributed to destigmatization of individuals living with HIV, as participants reported a shift toward greater empathy and openness in their sexual and social relationships. These findings underscore PrEP's dual utility as both a biomedical intervention and a psychological support mechanism. To maximize its public health impact, targeted educational campaigns and culturally tailored stigma reduction strategies, such as, (1) public education to dispel myths about PrEP users, (2) integration of PrEP counselling into primary care and sexual health services, (3) training for healthcare providers on LGBTQ + affirming practices, and (4) financial subsidies to improve affordability. These efforts are critical for promoting PrEP uptake and adherence in Singapore and similar sociocultural settings. This study highlights the multifaceted benefits of PrEP, advocating for its prioritization within comprehensive HIV prevention strategies in the region.

IntroductionThe success of combination antiretroviral therapy has decreased the risk of perinatal HIV transmission and normalised pregnancy in women living with HIV (WLWH). Despite these advances, WLWH still face complex...

Longitudinal qualitative methodologies have gained increased attention in health and social science research as an appropriate methodology to explore participants’ experiences of change over time but is a challenging methodology to implement. We reflect on the methodological aspects of a novel longitudinal ‘mixed’ mixed-methods study using quantitative and qualitative methods with both individuals and groups, employing various participatory approaches. We focus on key learnings from our study including the use of a structured recruitment process to minimise loss to follow up, and issues of reflexivity when researchers and participants have a similar background. In addition, like many large mixed-methods longitudinal studies we experienced challenges determining sample size and managing and analysing a large dataset. There is a need for establishing clear guidelines for determining sample size, addressing reflexivity and managing large datasets. The lessons learned from this study will add rigour to the literature on conducting mixed-methods longitudinal studies.

Diligent research would undoubtedly uncover sporadic attempts, during the past, to give graduate education in a number of Negro schools. Not long ago the writer came across two master's theses: A Natural Trinity in the field of biology at the Central Tennessee College, 1896, and Negro in Tennessee Before the Civil War in the field of sociology at Fisk University, 1912. The writer will leave the task of searching out these pioneer efforts to the future historian of graduate education in Negro schools. This article is concerned with the present situation, which may be considered from two aspects. There is first the question of whether Negro schools should undertake graduate work. Although this question has not become the subject of open controversy, it has been discussed pro and con privately in academic circles by those most concerned with the question. The arguments against graduate work are based upon four main objections: (1) It adds an unnecessary burden to Negro colleges and universities which should be concerned with building up and maintaining college standards; (2) it will affect the admission of Negro students to Northern schools; (3) it will further the educational segregation of the races and encourage a double standard of scholarship; and (4) Negro schools are not equipped either from the standpoint of faculty or research resources to give adequate graduate work. This last objection is not so much a question of opinion as of objective fact. It is connected with the second aspect of the question; namely, an appraisal of graduate work in Negro schools. Although this article is primarily concerned with this second aspect of the question, the writer feels that some attention should be given to the objections to graduate education in Negro schools. Therefore, each of the objections will be considered in turn before proceeding to an appraisal of the present situation.

Purpose: The study aims to examine the impact of socioeconomic status the academic performance of undergraduates in private universities in Chittagong, Bangladesh. It aims to understand the impact of family financial background on students'' academic goals, results, and activities, as well as the role of family, social, and institutional issues in students'' choices and decisions. The study also aims to test students'' understanding and identification of social challenges.
 Methodology: A mixed-method study in Chittagong City, Bangladesh, examined students'' attitudes on the socioeconomic background’s impact on academic aspirations and performance. The study with mixed method strategy collected data from 206 undergrad students at private universities, focusing on academic performance, engagement, and personal lives.
 Findings: The study found that socioeconomic factors impact students'' academic performance at private universities, with middle-class students from Bangladesh enrolling to complete their education. However, tuition costs and family influences can lead to part-time employment, starting businesses, or discontinuing studies. Institutions and students'' personal desires can help improve academic performance. While some students use the financial crisis of family as inspiration, they lack the necessary tools to manage difficulties and participate in university activities Family socioeconomic background significantly impacts students'' academic performance and extra-curricular engagement, especially in private universities. Poor students face financial constraints and struggle to navigate academic environments. Institutional environments, personal life, and part-time jobs can hinder motivation.
 Recommendations: The study suggests addressing psychological issues among socioeconomically weak private university students, involving parents, personal lives and studying public-private university challenges. It also recommends interviewing scholarship recipients and training higher education teachers to provide personal guidance and consultancy for students facing mental stress. Soft Hands from families, teachers, peers, and an appropriate institutional environment can improve performance.

BackgroundReturning to work after childbirth is challenging for working mothers. Childcare quality may have lifelong effects on children’s health, development and cognitive function. Over 60% of working women globally are informal workers without employment or maternity protection, but little is known about how these women care for their children.MethodsWe conducted a mixed-methods longitudinal cohort study among informal women workers in Kwazulu-Natal, South Africa between July 2018 and August 2019. Participants were followed up from late pregnancy until they had returned to work. We conducted structured quantitative interviews and in-depth qualitative interviews at different time points: before and after the baby was born, and after returning to work. Subsequently, a photovoice activity was conducted with groups of participants to explore the childcare environment. We employed narrative thematic analysis for qualitative data and descriptive analysis for quantitative data.Results24 women were recruited to participate. Women returned to work soon after the baby was born, often earlier than planned, because of financial responsibilities to provide for the household and new baby. Women had limited childcare choices and most preferred to leave their babies with family members at home, as the most convenient, low cost option. Otherwise, mothers chose paid carers or formal childcare. However, formal childcare was reported to be poor quality, unaffordable and not suited to needs of informal workers. Mothers expressed concern about carers’ reliability and the safety of the childcare environment. Flexibility of informal work allowed some mothers to adapt their work to care for their child themselves, but others were unable to arrange consistent childcare, sometimes leaving the child with unsuitable carers to avoid losing paid work. Mothers were frequently anxious about leaving the child but felt they had no choice as they needed to work.ConclusionMothers in informal work had limited childcare options and children were exposed to unsafe, poor-quality care. Maternity protection for informal workers would support these mothers to stay home longer to care for themselves, their family and their baby. Provision of good quality, affordable childcare would provide stability for mothers and give these vulnerable children the opportunity to thrive.

Studies pertaining to graduate education for Negroes in the South are growing in volume and influence. Among the more extended ones are those of McCuistion1 and Rochelle.2 A more' recent study has been made by Holmes,3covering graduate work in the entire South, with a chapter devoted to the subject, Graduate and Professional Work for Negroes. All three of these studies are doctor 's theses. The National Survey of the Higher Education of Negroes, released by the United States Office of Education4 includes a section on graduate instruction. Several briefer studies and editorials on the subject have appeared at frequent intervals in the JOURNAL OF NEGRO EDUCATION.5 The growing scholarly and practical interests in the problem of graduate work for Negroes and the intricacies involved in effecting an agreement as to policies and procedures, add unusual significance to specific studies related to it.

Aggregating Indices of Risk and Protection for Adolescent Behavior Problems: The Communities That Care Youth Survey

The Impact of School-Based Wellness Centers on Student Mental Health and Academic Performance: A Mixed-Methods Longitudinal Study in High-Achieving Schools

BackgroundThere is conflicting and limited information regarding factors that influence undergraduate nursing students' academic and clinical performance prior to entry to practice.ObjectiveTo identify factors influencing the academic and clinical performance of undergraduate nursing students throughout the course.DesignMixed methods study utilizing a retrospective cohort and a qualitative study.SettingMonash University, Melbourne, Australia.ParticipantsLongitudinal existing data of nursing undergraduate students who commenced in 2017 (n = 176) and 2018 (n = 76), and two focus groups with final year nursing students were analyzed.MethodsRetrospective students' records were used to determine the students' academic and clinical performance using the weighted average mark (WAM) of the theoretical and clinical components of the curriculum, separately. The WAM considered the year level of each unit and was scored out of 100. Multivariate linear regression was used to determine predictor factors of academic and clinical performance. Variables include entry cohort (with no previous nursing qualification vs. diploma of nursing), admission category (domestic vs. international), campus (metropolitan vs. outer metropolitan), and secondary school (year 12) results. Two focus group discussions were conducted and thematically analyzed.ResultsMore than two-thirds of the students were aged 18–20 years and mainly female. Almost 20% of the participants were international students. Students with higher secondary school (year 12) results and studying at the outer metropolitan campus achieved a higher academic performance while international students had significantly lower academic performance compared to domestic students. Students with a previous diploma of enrolled nursing and international students had lower clinical performance. Students identified that a comprehensive orientation, interactive curriculum, formal and informal support structure, and educator qualities influenced their academic and/or clinical performance.ConclusionsA supportive educational environment with an interactive curriculum may enhance students' academic and clinical performance and readiness for practice. Furthermore, targeted interventions for international students, those with lower secondary school (year 12) results, and those with a former diploma of nursing may be required to increase academic and clinical performance.

High percentage of passers in the Licensure Examination for Teachers (LET) indicates the competence of the Teacher Education Program (TEP) graduates of State Colleges and Universities. Licensure tests are usually one of the several criteria necessary to qualify an entry into the teaching profession. This government examination is designed to identify professionals who have the desired level of competency to teach basic education. The study determined the extent of implementation of the TEP of Carlos Hilado Memorial State College (CHMSC) in relation to the academic achievement and performance of graduates in the LET. The descriptive correlational method specifically documentary analysis, with the mean, Pearson Product Moment (PPM) and ANOVA were used in this study. Findings revealed that the Teacher Education Program of CHMSC was well implemented. This concludes that the Bachelor in Elementary Education (BEED) group showed greater confidence in academics, indicating the need to enhance the level of academic preparation of the BSED group underscoring general education and major subjects during pre-service years. It further revealed that a significant relationship existed between the LET performance and the academic achievement of the BEED graduates. This means that the teacher graduates' academic performance is a significant predictor in the LET.

Qualitative data can be a powerful tool in developing interventions for substance use and other HIV-risk behaviors. Mixed methods design offers researchers the ability to obtain data that provides both breadth and depth to their research questions. However, the integration of qualitative data in mixed methods research has been limited. This paper describes the qualitative study design of the Healthy Young Men's Study, a longitudinal mixed method study with an ethnically diverse cohort of young men who have sex with men (YMSM) (N = 526) in Los Angeles. Integral to this discussion is how a mixed methods study can address common challenges such as sampling, representation and integration of both datasets.

In a mixed-methods longitudinal study, we examined the relationship between Erikson’s construct of generativity, measured at ages 23 and 26, and environmentalism at age 32. Over a hundred Canadian youth completed a questionnaire that measured generative concerns. Environmentalism was assessed by questionnaires on involvement, identity, and attitudes, as well as through narratives about personal experiences with the environment. Narratives were coded for meaning, vividness, and impact of environmentalism. Stronger generative concern in emerging adulthood positively predicted environmentalism after controlling for liberal political orientation and benevolence values. Qualitative analyses of the environmental narrative of participants high in generative concerns revealed three themes that highlight the developmental process that ties generative concerns to environmentalism: (1) wanting to feel more empowered to help the environment, (2) the role of having children as a focus for crystallizing environmentalism, and (3) the passing on of specific family traditions from earlier generations. Environmentalism thus may be one important domain of expression for generative care in youth.

Background: There is a large body of research on the mental well-being of childbearing women focusing on the prevalence rates of antenatal and postpartum depression, and associated risk factors. However, there is a paucity of research on postpartum depression in its social context and in relation to the lived experience of the mother.Aims: To investigate the association between social factors, the organization of maternity care services, and the prevalence of depression among a purposive sample of new mothers at 3 – 4 weeks and 4 – 6 months post-partum.Method: Longitudinal, mixed-methods research design.Results: Our quantitative analyses demonstrate that income and postpartum depression were linked and there was also an association between satisfaction with the birth experience and depression at 3 – 4 weeks postpartum. Thematic analysis of the qualitative interview data revealed two main sources of dissatisfaction: disruption of birth plans and inadequate support from maternity providers.Discussion & limitations: We discuss some of the benefits and limitations of our mixed-methods longitudinal study and directions for further research.Declaration of interests: None.

As the number of graduates from institutions of higher education has soared year after year, alongside growth in the demand for high-end talent posed by economic development, a growing number of graduates from undergraduate programs are choosing to continue on to receive graduate education, so as to improve their competitive advantage in the labor market. This paper conducted empirical analysis on data from the Beijing College Students Panel Survey. Studies have found that, among undergraduate students who graduated from institutions of higher education in Beijing in 2010 and 2012, approximately one third chose to continue on to receive graduate education, and both the family background and academic performance of those students who pursued graduate education were significantly better than the students who sought employment directly after graduation. Further analysis indicated that, with respect to access to domestic opportunities for graduate education, the variable of family background essentially exercises an effect by influencing the type of institution at which students pursued undergraduate education, as well as their academic performance. In comparing the two options of studying abroad and pursuing in-country graduate education, the type of institution at which students pursued undergraduate education and their academic performance had no significant impact in this respect, and it was chiefly the family’s socioeconomic status that had an effect. The findings in this study have important policy implications for graduate student admissions and training in China at present.